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Canterbury Girls High School – Stage 6 Senior Course Information Guide & Course Descriptions 2020 – 2021

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Stage 6 2020 – 2021 Senior Course Information Guide

and Course Descriptions



Dear Parents and Students The staff at Canterbury Girls High School looks forward to supporting our new group of HSC students in 2020/2021. We are very proud of our quality teaching and excellent academic results. Choosing subjects for the Higher School Certificate (HSC) can often be a confusing process for many students. Trying to balance career decisions, personal interests and ability levels can be challenging for both student and parents. This information has been published in an attempt to provide the basic information to enable thoughtful and informed decisions to be made. The school staff are available to help students take on the responsibility of planning their future pathways. Pathways may include University and TAFE study, apprenticeships and work. Most of our HSC candidates at Canterbury Girls proceed to tertiary study. This booklet is a guide to assist you when reading about the HSC courses, which are also described on the school website. Students should to read this booklet and as the need arises, and seek further information from the school staff and the Careers Adviser. Individual consultation will be available for each student. Please note the NSW Education Standards Authority (NESA) website (http://educationstandards.nsw.edu.au) also provides descriptions of courses (www.boardofstudies.nsw.edu.au). The NESA Co-ordinator, Ms Venkatesan and the Careers Adviser Ms Conroy are available to assist with information about Board courses, VET and TAFE (EVET) courses. In addition, if a student wishes to study a language subject that is not offered at our school, she may be able to enrol in Saturday School. To obtain further information, see Ms Venkatesan, Saturday School Co-ordinator. All students in NSW are required to complete the program: All My Own Work. Without this pre requisite, students cannot be enrolled into the Preliminary Year. This is a program of 5 modules, delivered on line in Term 4, 2019, when students are in Year 10. At the end of their education at Canterbury Girls High School, our exit goals for students are for them to be:

• resilient women

• creative thinkers and good communicators

• enthusiastic, independent lifelong 21st century learners

• respectful participants in changing communities

• empowered contributors to a diverse, multicultural society. I wish all students all the best in their decision making related to the type of HSC you want and the combination of subjects. Please contact myself or any of the school’s staff if any assistance is required. Robyn Andrews Deputy Principal (Relieving) May 2019

http://educationstandards.nsw.edu.au/

http://www.boardofstudies.nsw.edu.au/



TABLE OF CONTENTS Questions to Consider When Selecting Subjects 4

Information Regarding Requirements for Year 11, 2020 and Year 12, 2021 5

The Higher School Certification (HSC) 5

What Are Units? 6

Eligibility Requirements For The Award of the Higher School Certificate 7

Pathways to Obtaining HSC 7

Types of Courses 8

Stage 6 Senior Course Description Information Guide 9

NESA Developed Courses Offered at Canterbury Girls High School 9

VET Curriculum Frameworks Offered at Canterbury Girls High School 10

Content Endorsed Courses Offered at Canterbury Girls High School 10

TAFE Delivered VET Content Endorsed Courses 10

HSC Minimum Standard Tests 11

An Important Change to Note Regarding Sydney University Prerequisites in Relation to

Mathematics 11

Studying Subjects Outside of Canterbury Girls High School 12

Externally Delivered VET Courses for 2020 (EVET) 13

School Based Apprenticeships and Traineeships (SBATs) 15

Assessment and Reporting 16

Australian Tertiary Admission Rank (ATAR) 16

Year 11 Progress Review 17

Senior School Contribution Fees 18

Senior Course Descriptions 19



Questions to Consider When Selecting Subjects

Subject Selection

COnsiderations

ABILITIESWhat am I good at?

INTERESTSWhat do I find

interesting?

ASSESSMENTHow are the courses I am considering assessed?

COMMITMENT Will I be able to fulfil

subject demands?

OTHERWhat else do I

want to achieve? What else will be demanding my

time and attention?

GET ADVICETeachers, Head

Teachers, Deputy Principal,

Principal, Careers Advisor



Information Regarding Requirements for Year 11, 2020 and Year 12, 2021 General instructions This booklet contains information relating to the requirements for the HSC and the Australian Tertiary Admission Rank (ATAR). On the school website are the outlines of the subjects and courses which may be offered at Canterbury Girls High School. Please read the information about the subjects you are interested in. Choose carefully to ensure that you select courses where you can meet the minimum standard expected in the course. The course standards are set by the NESA and your performance is measured against them. The school’s website address is located on the cover of this guide. You will be required to plan your pattern of study for two years by selecting the subjects that you wish to study for the Preliminary Higher School Certificate (Year 11) and for the HSC (Year 12) to ensure that you continue to meet requirements. The Principal, Deputy Principal, Head Teachers, Careers Adviser and Year Adviser are available to answer further questions or will be able to direct you to the most appropriate person for the information required.

The Higher School Certification (HSC)

The HSC is divided into two separate components: 1. THE PRELIMINARY COURSE This is usually undertaken in Year 11 (Terms 1, 2 and 3) and is designed to prepare students for the HSC course. Students must satisfactorily complete a Preliminary Course in a subject before entry is allowed into the HSC Course in that subject. A grade (A through E) will be awarded for each Preliminary courses undertaken. 2. THE HSC COURSE This is usually undertaken in Year 12 (Year 11 Term 4, Year 12 Terms 1, 2, and 3) and provides access to employment and / or TAFE and/or university. RECORD OF SCHOOL ACHIEVEMENT (RoSA) For each year of study in the senior school, students will be able to access a statement indicating which subjects have been satisfactorily studied called a Record of School Achievement (RoSA). To obtain a RoSA, students must have made satisfactory progress and have satisfactorily completed at least one course.



What Are Units? All courses offered for the HSC have a unit value. Subjects may have a value of 1 unit or 2 units. Most courses are 2 unit in value. The following is a guideline to help you understand the pattern of courses. 2 UNIT COURSE This is the basic structure for all courses. It has a value of 100 marks

and is taught over 6 lessons per cycle. EXTENSION COURSE Extension study is available in a number of subjects. Extension courses build on the content of the 2 unit course and carry

an additional value of 1 unit. Requiring students to work beyond the standard of the 2 unit course, extension courses are available in English, Mathematics and History (Year 12 only).

English and Mathematics Extension courses are available at

Preliminary and HSC levels. Students must study the Preliminary Extension course in these subjects before proceeding to the two HSC Extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course.

HSC Extension courses in subjects other than English and

Mathematics (i.e. History) are offered and examined in Year 12 only. 1 UNIT COURSE 1 unit equals approximately 2 hours of class time per week or 3

lessons a cycle. It has a value of 50 marks. There are a number of 1 unit Board Endorsed Courses e.g.

Fundamentals of English. These courses do not count towards an ATAR.



Eligibility Requirements For The Award of the Higher School Certificate To be awarded the HSC, students must have: 1. Attended school regularly (a minimum of 85% attendance is required by the NSW Department of

Education (NSW DoE) 2. Satisfactorily completed courses that meet the pattern of study required by the NESA for the award

of the HSC. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course including work placement.

3. Sat for and made a serious attempt at all HSC examinations. 4. Studied a minimum of 12 units in the Preliminary Course and a minimum of 10 units in the HSC course.

Both the Preliminary Course and the HSC course must include the following:

• at least 6 units from NESA Developed Courses, including at least 2 units of a NESA course in English

• at least three courses of 2 units value or greater

• at least four subjects.

5. Ensured they have selected no more than 6 units of courses in Science which can contribute to HSC eligibility.

A subject is an area of study that contains different courses.

A course is a level of study within a subject.

e.g. Physics, Chemistry, Biology and Science are both a subject and a course because there is only one level of study i.e. 2 unit.

Pathways to Obtaining HSC

There are 3 HSC pathways: 1. ATAR – this is for students who expect to enter university. 2. Combined ATAR/Vocational (ATAR/VET) – This is for students who are planning on entering university

but want the additional TAFE qualifications in case they do not receive the appropriate ATAR. 3. Non ATAR HSC, Vocational HSC/VET – This is for students who are planning on further TAFE study,

entering full time employment when leaving school or undertaking traineeships. These students do not wish to be eligible for University and do not require an ATAR.



Types of Courses

Course Type Outline Examples of Courses

NESA Developed Courses

• courses developed by NESA

• NESA sets HSC examinations

• are included in calculating the ATAR.

English Standard, Mathematics Advanced, Drama, Business Studies, Information Processes and Technology, Legal Studies, Modern History, Music, Personal Development Health and Physical Education, Physics, Textiles and Design, Visual Arts

NESA Endorsed Courses (Content Endorsed) (School Developed)

• courses developed by the school or NESA to cater for areas of special interest not covered in NESA Developed Courses

• 1 or 2 units

• no external HSC examination

• all assessment is school based

• count as units towards the HSC and appear on Record of Achievement

• NOT included in ATAR calculation

Computing Applications, Mathematics Standard Pathway 1, Work Studies

Vocational Training and Education (VET) Courses

VET courses developed by NESA have dual accreditation. This means these courses:

• are accredited by NESA and appear on a student's RoSA and HSC

• are accredited and recognised by industry as part of the Australian Qualifications Framework (AQF).

• require 70 hours of mandatory organised work placement

Note: 240-hour VET courses are category B subjects which means

• only 2 units can be included in the calculation of an ATAR

• For the result to be included in the calculation of the ATAR, the student must undertake the written examination at the HSC

The Industry Curriculum frameworks are: • Automotive • Business Services* • Construction • Electrotechnology • Entertainment Industry • Financial Services • Hospitality – Kitchen

Operations* • Human Services • Information & Digital Technology • Metal and Engineering • Primary Industries • Retail Services • Tourism, Travel and Events * = course offered at CGHS



Stage 6 Senior Course Description Information Guide

Detailed information about the subjects listed below can be found in the Senior Course Descriptions Information Guide. This can be found on the school’s website www.canterburg-h.schools.nsw.edu.au.

NESA Developed Courses Offered at Canterbury Girls High School

1. English

• English Standard

• English Advanced

• English Extension 1 (Year 11 and 12)

• English Extension 2 (Year 12 only)

• English EAL/D (English As An Additional Language and/or Dialect)

2. Mathematics

• Mathematics Standard Pathway 1 (Non-ATAR HSC Course in Year 12)

• Mathematics Standard Pathway 2

• Mathematics Advanced

• Mathematics Extension 1 (Year 11 and 12)

• Mathematics Extension 2 (Year 12 only)

3. Science

• Biology

• Chemistry

• Physics

4. Human Society and Its Environment (HSIE)

• Ancient History

• Business Studies

• Economics

• Geography

• History Extension 1 (Year 12 only)

• Legal Studies

• Modern History

• Society and Culture

• Studies of Religion II

5. Creative and Performing Arts (CAPA)

• Dance

• Drama

• Music

• Visual Arts

http://www.canterburg-h.schools.nsw.edu.au/



6. Personal Development, Health and Physical Education

• Personal Development, Health and Physical Education

• Community and Family Studies

7. Technology and Applied Studies (TAS)

• Food Technology

• Textiles and Design

8. Languages Other Than English (LOTE)

• Chinese Beginners

• Chinese Continuers

• Chinese in Context

• Chinese and Literature

• French Beginners

• French Continuers

VET Curriculum Frameworks Offered at Canterbury Girls High School

• Business Services Business Services (240 indicative hours)

• Hospitality

Hospitality – Kitchen Operations (240 indicative hours)

Content Endorsed Courses Offered at Canterbury Girls High School Work Studies

TAFE Delivered VET Content Endorsed Courses Available in a broad range of industry areas which are listed in the TAFE Handbook. Students are strongly encouraged to make an appointment to see the Careers Advisor to discuss TAFE courses.



HSC Minimum Standard Tests

Literacy and numeracy skills are essential for success in learning and life after school. This is why students are required to show they have met a minimum standard of literacy and numeracy to receive the Higher School Certificate from 2020.

To check students have the basics skills, they need to sit short online tests of reading, writing and maths for everyday life. Students get two chances a year to pass each of the tests from Year 10 until a few years after the HSC. Our school will administer these tests in Term 2.

If students pass the online tests of basic reading, writing and numeracy students have shown they have met the minimum HSC standard. If students don’t meet the minimum standard, they will be given another opportunity in Term 4.

An Important Change to Note Regarding Sydney University Prerequisites in Relation to Mathematics

Mathematics Course Prerequisites

To apply for some courses, students are required to complete mathematics through their high school studies.

The University has introduced mathematics course prerequisites for some courses from 2019 to help students thrive in their science, technology, engineering and mathematics related degrees and prepare them to tackle future career challenges.

From 2020, the mathematics prerequisites apply to:

• all domestic students applying on the basis of undertaking a secondary education (Year 12) qualification in Australia, such as the NSW Higher School Certificate (HSC), IB diploma or GCE A Levels

• all domestic students applying on the basis of undertaking an Australian Year 12 qualification outside Australia

• all onshore international students applying on the basis of undertaking a Year 12 qualification (or equivalent) in Australia, such as the NSW Higher School Certificate (HSC), IB diploma or GCE A Level

• all international students applying on the basis of undertaking an Australian Year 12 qualification outside Australia

as well as:

• all domestic students applying on the basis of higher education study

• all students applying through admission pathways will have to demonstrate achievement in mathematics

• all international students applying on the basis of approved preparation programs (foundation programs) in Australia, including Australian university preparation programs undertaken outside Australia (students would need to have undertaken equivalent studies in Mathematics as part of the foundation program).

https://sydney.edu.au/study/admissions/admission-pathways.html



Meeting the Requirement

Students need to achieve a Band 4 in HSC Mathematics* (not Mathematics Standard) or similar result in equivalent interstate year 12, IB or GCE A Level subjects or other Year 12 qualifications, to be eligible for admission to a range of courses, including economics, commerce, computing, engineering and IT, medicine, psychology, pharmacy, veterinary science and science.

*The subject requirement refers to Mathematics (not Mathematics Standard), or Mathematics Advanced which will be first examined in the NSW HSC in 2020.

For more information regarding Options if you don't meet the prerequisite and a full list of Courses with mathematics as a course prerequisite from admission in 2019, please visit https://sydney.edu.au/study/how-to-apply/undergraduate/mathematics-prerequisite.html .

Studying Subjects Outside of Canterbury Girls High School

1. Saturday School If you or your family speak a language other than English at home you may enrol to study that language for the HSC through a Saturday School of Community Languages. Schools are located throughout Sydney and offer a range of courses.

2. Open High School If you would like to study a new language and are not eligible to enrol in Saturday School you may apply to study through the NSW School of Languages. Students complete their work through correspondence, internet and telephone lessons. You will on occasion be required to attend the NSW School of Languages at Randwick for full day lessons. Students need to be self-disciplined, organised and motivated to enrol in these courses. Spaces are limited and a fee applies. 3. Single Course Distance Education Students wishing to study a subject that is not a language and is not available at school may apply to enrol in a single course Distance Education subject. Students complete their work through correspondence, internet and telephone lessons. Students need to be self-disciplined, organised and motivated to enrol in these courses. A fee applies. 4. Open Training Education Network (OTEN) OTEN offers TAFE courses through correspondence similar to the Open High School and Distance Education. Students need to be self-disciplined, organised and motivated to enrol in these courses. .

NOTE: Students will need to complete and have approved an application form indicating their commitment to undertaking study outside Canterbury Girls High School BEFORE they will be allowed to enrol in one of these subjects. See Head Teacher Secondary Studies, Ms Venkatesan for an application form.

https://sydney.edu.au/study/how-to-apply/undergraduate/mathematics-prerequisite.html#equivalent

https://sydney.edu.au/study/how-to-apply/undergraduate/mathematics-prerequisite.html



Externally Delivered VET Courses for 2020 (EVET) NSW school students in Years 9–12 have the option of studying VET courses at school or through TAFE NSW or other training providers. VET courses can only be delivered by registered training organisations (RTOs) that meet national standards and have the relevant qualification and units of competency on their scope of registration. VET is ‘dual accredited’. Students receive recognition towards their school qualification (Record of School Achievement or HSC), as well as a nationally recognised VET qualification (Certificate or Statement of Attainment). Students successfully completing a VET course will be entitled to credit transfer in other courses in a similar industry after leaving school by provided their qualifications to the Tertiary Institution. All students studying a VET course must obtain a Unique Student Identifier (USI) and provide this to the training provider at the commencement of the course. NESA Developed Industry Curriculum Framework Courses include Automotive, Business Services, Construction, Electrotechnology, Entertainment Industry, Financial Services Hospitality, Information and Digital Technology, Human Services, Metal & Engineering, Primary Industries, Retail Services and Tourism, Travel & Events. These courses are Category B courses, mostly count for 4 units of HSC credit, include 70 hours of mandatory Work Placement and have an optional HSC examination and only one course can be counted in the Australian Tertiary Admission Rank (ATAR). NESA Endorsed Vocational Education and Training courses are courses based on national industry Training Packages that are endorsed by the NESA for inclusion as an elective in Year 9 or 10 or in the Higher School Certificate. These courses include Animal Studies, Beauty Therapy, Fashion Design Hairdressing, Lock smithing, Laboratory Skills, Plumbing, Sport and Recreation and many more. These courses mostly count for 4 units of HSC credit, do not count towards the ATAR and do not have an optional HSC examination. • EVET courses are delivered by either a TAFENSW College or a Private Provider. These courses offer a

broader range of subjects and should be closely related to future career or study plans. • Attendance and progress requirements are very strict for EVET courses. If a student fails to attend

some of the course or if they do not satisfactorily complete all work set they will FAIL the course or may be withdrawn from the course.

• Numbers in these EVET courses will be limited as other schools will also be involved. Most students will only be able to choose one EVET course. If a student is not selected they will continue to study the six subjects (12 units) chosen to study at school.

• Student Commitment – once a student starts a course they will be expected to commit to completing the course. Students will not be permitted to change to another course.

• Travel – students studying EVET courses must organise their own transport arrangements to the TAFE college or study venue and make their own way home at the conclusion of the class.

• Proposed timetabling – EVET courses are conducted on different days of the week with most classes in previous years commencing at 1:30pm and ending at 5:30pm.

• Student will be granted early leave passes from school upon acceptance into an EVET course and the completion and submission of an early leave application available from the Careers Advisor. Students doing courses as part of the 12 Units will be given compensatory study periods during the week.

Students must complete a separate EVET application form, please collect from and return to Ms Conroy.



These courses are offered at a range of TAFE colleges including Ultimo, Petersham and Randwick.

• Participation in an EVET course requires a dedicated approach to school work as well as the program. The demands of these courses include:

o travel to and from the providing TAFE College o attending classes on Tuesday’s or Thursday’s between the hours of 1.00pm and 6.00pm o completing either 35 or 70 hours of work placement for some courses.

• Some high demand courses require students to attend a selection interview.



School Based Apprenticeships and Traineeships (SBATs)

School based apprenticeships and traineeships allow high school students to commence an apprenticeship or complete a traineeship while still at school. On average a minimum of one day a week is spent on the job with an employer, plus a portion of the school holidays. For the rest of the school week students complete the VET component of their training at school, TAFE or other RTO along with their other HSC school subjects.

A school-based apprenticeship will: - Complete stage 1 of a Certificate III trade qualification by the end of the HSC year - Complete a minimum of 100 days of paid work over two years - Attend training each week with TAFE or another training provider - After completing Year 12, school based apprentices can commence full-time employment as a

second year apprentice providing they have completed the training program while at school. - School-based apprenticeships are offered in a range of areas including automotive, beauty therapy,

construction, hairdressing, electro technology and hospitality. A school-based trainee will: - Complete stage 1 of a Certificate III trade qualification by the end of the HSC year - Complete a minimum of 100 days of paid work over two years - Attend training each week with school, TAFE or another training provider - Complete their formal off-the job traineeship training by the end of year 12. - School-based traineeships are offered in a range of areas including animal studies, business services,

health care and property services. Students should speak to the Careers Adviser if they are interested in starting a school-based apprenticeship or traineeship. Further information can be obtained at http://www.sbatinnsw.info/.

http://www.sbatinnsw.info/



Assessment and Reporting The HSC is based on a standards referenced approach. Student performance will be assessed and reported against standards of achievement established for each course. School based assessment tasks will constitute 50% of the HSC mark. The other 50% will come from the HSC examination. The HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. There will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding.

Band Mark Range

Band 6 90 – 100

Band 5 80 – 89

Band 4 70 – 79

Band 3 60 – 69

Band 2 50 - 59

Australian Tertiary Admission Rank (ATAR)

The ATAR is a rank given as a number (not a mark) that indicates a student’s position in relation to their cohort. The ATAR allows the comparison of students who have completed different combinations of HSC courses. The ATAR is calculated solely for use by institutions, either on its own or in conjunction with other selection criteria, to rank and select school leavers for admission to tertiary courses.

To be eligible for an ATAR in 2021 you must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must include at least:

• eight units from Category A courses

• two units of English

• three NESA Developed courses of two units

• four subjects. Your ATAR is based on an aggregate of moderated 10 units of ATAR courses comprising your:

• best two units of English and

• best eight units from the remaining units. No more than two units of Category B courses can be included. Further information can be obtained at the ATAR website: http://www.uac.edu.au/undergraduate/atar/

http://www.uac.edu.au/undergraduate/atar/



Year 11 Progress Review Progress Reports for each student are generated at the end of Term One, and parents are invited to discuss these Progress Reports at Parent/Teacher Evening. Students are deemed either Satisfactory or Causing Concern for each subject. Students deemed to be showing cause for concern are counselled by their teachers and executive staff, and their parents contacted. Year 11 students are also interviewed by the Deputy Principal in Term 2 regarding their progress.



Senior School Contribution Fees

It is important to consider the issue of fees when choosing your subjects for study in Stage 6. Families can

choose to pay fees by term or for the full year. However the textbook deposit needs to be paid in full at the beginning of Term 1. All Hospitality costs need to be paid at the commencement of the course in Term. All payments should be made at Office C via Cash, EFTPOS, Cheque, and Direct Debit. Online Payment is also available via the school website.

Year 11 Contributions in 2020 (Guide Only)

Term 1 Term 2 Term 3 Term 4 Full Year

General School Contribution $ 25.00 $ 20.00 $ 20.00 $ 20.00 $ 85.00

Subject Contributions

Business Services $ 10.00 $ 10.00 $ 10.00 $ 10.00 $ 40.00

Dance $ 10.00 $ 10.00 $ 10.00 $ 10.00 $ 40.00

Drama $ 10.00 $ 10.00 $ 10.00 $ 10.00 $ 40.00

Hospitality $ 120.00 $ 120.00

Hospitality Uniform $ 85.00 Price may vary $ 85.00

Hospitality Toolkit Hire Cost $20 per year or purchase cost approx.$80

Music $ 10.00 $ 10.00 $ 10.00 $ 10.00 $ 40.00

Textiles and Design $ 20.00 $ 20.00 $ 20.00 $ 20.00 $ 80.00

Visual Arts $ 25.00 $ 25.00 $ 15.00 $ 10.00 $ 75.00

Technology Levy $ 15.00 $ 10.00 $ 10.00 $ 10.00 $ 45.00

Sport Levy $ 10.00 $ 5.00 $ 5.00 $ 5.00 $ 25.00

WOW $ 30.00 $ 30.00

P & C Donation $ 10.00 $ 10.00 $ 10.00 $ 10.00 $ 40.00

P & C Building Fund (Any amount over $2 is tax deductible)

Refundable Textbook Deposit – only for new students $50

** Textbook Deposit for returning students is $25

Grade Sport $60

Year 12 Contributions in 2020 (Guide Only)

Term 1 Term 2 Term 3 Full Year

General School Contribution $ 30.00 $ 30.00 $ 30.00 $ 90.00

Subject Contributions

Business Services $ 15.00 $ 15.00 $ 10.00 $ 40.00

Dance $ 15.00 $ 15.00 $ 10.00 $ 40.00

Drama $ 20.00 $ 10.00 $ 10.00 $ 40.00

Food Technology $ 30.00 $ 30.00 $ 30.00 $ 90.00

Hospitality $ 115.00 $ 115.00

Hospitality Tool Kit Hire Cost $20 per year

Music $ 15.00 $ 15.00 $ 10.00 $ 40.00

Textiles and Design $ 20.00 $ 20.00 $ 20.00 $ 60.00

Visual Arts $ 15.00 $ 15.00 $ 15.00 $ 45.00

Technology Levy $ 15.00 $ 15.00 $ 15.00 $ 45.00

Sport Levy $ 10.00 $ 5.00 $ 5.00 $ 20.00

WOW $ 30.00 $ 30.00

P & C Donation $ 10.00 $ 10.00 $ 10.00 $ 30.00

P & C Building Fund (Any amount over $2 is tax deductible

Grade Sport $60

Hospitality Fees, Uniform and Tool Kit need to be paid before items are issued and the course begun. A variety of excursions will come up throughout the year and students will receive separate notes and

cost schedules for these.

These Subjection Contributions were scheduled in 2019, they may change in 2020



Senior Course Descriptions English Standard…………………………………………………………………………………………………………………………………………………………………….20

English Advanced……………………………………………………………………………………………………………………………………………………………………21

Preliminary and HSC English Extension 1………………………………………………………………………………………………………………………………..22

HSC English Extension 2………………………………………………………………………………………………………………………………………………………….22

English EAL/D………………………………………………………………………………………………………………………………………………………………………….23

English Studies……………………………………………………………………………………………………………………………………………………………………….24

Mathematics Standard……………………………………………………………………………………………………………………………………………………………25

Mathematics Advanced………………………………………………………………………………………………………………………………………………………….26

Mathematics Extension 1……………………………………………………………………………………………………………………………………………………….27

Mathematics Extension 2……………………………………………………………………………………………………………………………………………………….28

Information Processes and Technology………………………………………………………………………………………………………………………………….29

Biology……………………………………………………………………………………………………………………………………………………………………………………30

Chemistry……………………………………………………………………………………………………………………………………………………………………………….31

Physics……………………………………………………………………………………………………………………………………………………………………………………32

Ancient History……………………………………………………………………………………………………………………………………………………………………….33

Business Studies……………………………………………………………………………………………………………………………………………………………………..34

Economics………………………………………………………………………………………………………………………………………………………………………………35

Geography……………………………………………………………………………………………………………………………………………………………………………..36

History Extension……………………………………………………………………………………………………………………………………………………………………37

Legal Studies…………………………………………………………………………………………………………………………………………………………………………..38

Modern History………………………………………………………………………………………………………………………………………………………………………39

Society and Culture ……………………………………………………………………………………………………………………………………………………………….40

Studies of Religion II……………………………………………………………………………………………………………………………………………………………….41

Dance……………………………………………………………………………………………………………………………………………………………………………………..42

Drama…………………………………………………………………………………………………………………………………………………………………………………….43

Music 1…………………………………………………………………………………………………………………………………………………………………………………..44

Visual Arts………………………………………………………………………………………………………………………………………………………………………………45

Community and Family Studies………………………………………………………………………………………………………………………………………………46

Personal Development Health and Physical Education……………………………………………………………………………………………………………47

Food Technology…………………………………………………………………………………………………………………………………………………………………….48

Textiles and Design…………………………………………………………………………………………………………………………………………………………………49

Chinese Beginners………………………………………………………………………………………………………………………………………………………………….50

Chinese Continuers………………………………………………………………………………………………………………………………………………………………..51

Chinese In Context…………………………………………………………………………………………………………………………………………………………………52

Chinese and Literature…………………………………………………………………………………………………………………………………………………………..53

French Beginners……………………………………………………………………………………………………………………………………………………………………54

French Continuers………………………………………………………………………………………………………………………………………………………………….55

Vocational Education and Training…………………………………………………………………………………………………………………………………………56

Business Services 2020 (BSB20115) ………………………………………………………………………………………………………………………………………57

Hospitality Kitchen Operations 2020 (SIT20416) ……………………………………………………………………………………………………………………58

Work Studies………………………………………………………………………………………………………………………………………………………………………….59

External Vocational Education and Training (EVET) ……………………………………………………………………………………………………………….60



English Standard Course No. 15130

2 units for each of Preliminary and HSC NESA Developed Course

Exclusions: English Advanced, English EAL/D, English Extension 1

Course Description

English Standard is designed for all students to increase their expertise in English and consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators.

Preliminary Course – Main Topics Covered

There are 3 sections in this course – Common Module, Module A and Module B

• Common module – Reading to Write: Transition to Senior English (40 indicative hours) Students undertake intensive and close reading of quality texts from a variety of modes and media. Students respond both critically and creatively to texts related by theme, concept or style developing their skills in comprehension, analysis, interpretation and evaluation (40% of course content).

• Module A: Contemporary Possibilities (40 indicative hours) Through the study of ONE complex multi-modal or digital texts and examples of other contemporary technologies students respond and compose developing their skills in analysis and interpretation (30% of course content).

• Module B: Close Study of Literature (40 indicative hours) Students develop knowledge and appreciation of one substantial literary print text (30% of course content).

HSC Course – Main Topics Covered

There are 4 Modules in this course: Common Module, Module A, Module B and Module C. (Module C is not examined externally)

• Common Module: Text and Human Experiences (30 indicative hours) Students study ONE prescribed text and related texts exploring how a variety of human experiences are conveyed in these texts. By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts (25% Course content).

• Module A: Language Identity and Culture (30 indicative hours) In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception. They also consider the impact texts have on shaping a sense of identity for individuals and/or communities (25% of course content).

• Module B: Close Study of Literature (30 indicative hours) Students develop an informed understanding, knowledge and appreciation of a substantial literary text. Students explore and analyse the particular ideas and characteristics of the text and understand the ways in which these characteristics establish its distinctive qualities (25% of course content).

• Module C: The Craft of Writing (30 indicative hours) Students appreciate, examine and analyse at least two challenging short prescribed texts as well as texts from their own wide reading, as models and stimulus for the development of their own ideas and written expression (25% of course content).

Preliminary Course Requirements

• There are no prescribed texts for Year 11. • Students are required to study ONE complex multimodal or digital text in Module A. (This may include the study of

film.) • Students are required to study ONE substantial literary print text in Module B, for example prose fiction, drama or a

poetry text, which may constitute a selection of poems from the work of one poet. • Students must explore a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and

digital texts. • The Year 11 course requires students to support the study of texts with their own wide reading.

HSC Course Requirements

• Students are required to closely study three types of prescribed texts, one drawn from each of the following categories: - prose fiction OR print nonfiction - poetry OR drama - film OR media

• The selection of texts for Module C: The Craft of Writing does not contribute to the required pattern of prescribed texts for the course.

• Students must study ONE related text in the Common Module: Texts and Human Experiences.



English Advanced Course No. 15140


Exclusions: English Standard, English EAL/D

Course Description

English Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social, educational and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts.


There are 3 sections in this course – Common Module, Module A and Module B • Common Module – Reading to Write (40 indicative hours)

Students undertake intensive and close reading of quality texts from a variety of modes and media. Students analyse, appreciate and critically and creatively respond to texts related by theme, concept or style developing their skills in analysis, interpretation and evaluation (40% of course content).

• Module A: Narratives That Shape Our World (40 indicative hours) Students analyse ONE or more contemporary texts and related texts from the past that reveal how attitudes, values and ideas are shaped by context and differ (30% of course content).

• Module B: Critical Study of Literature (40 indicative hours) Students develop analytical and critical knowledge and appreciation through the study of ONE of one substantial literary text (30% of course content).


There are 4 Modules in this course: Common Module, Module A, Module B and Module C. (Module C is not examined externally) • Common Module: Text and Human Experiences (30 indicative hours)

Students study ONE prescribed text and related texts exploring how a variety of human experiences are conveyed in these texts. By responding and composing throughout the module students further develop a repertoire of skills in comprehending, interpreting and analysing complex texts (25% Course content).

• Module A: Textual Conversations (30 indicative hours) Students engage with TWO texts considering how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions (25% of course content).

• Module B: Critical Study of Literature (30 indicative hours) Students develop an informed understanding, knowledge and appreciation of ONE substantial literary text. Students closely analyse the text’s construction, content and language to develop interpret text, based on evidence drawn from their research and reading (25% of course content).

• Module C: The Craft of Writing (30 indicative hours) Through considered appraisal and imaginative engagement with at least TWO short prescribed texts texts, students reflect on the processes of writing to further develop their self-expression and apply their knowledge of textual forms and features in their own sustained and cohesive compositions (25% of course content).


• There are no prescribed texts for Year 11.

• Students are required to study ONE complex multimodal or digital text in Module A. (This may include the study of film.)

• Students are required to study ONE substantial literary print text in Module B, for example prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet.

• Students must explore a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts.

• The Year 11 course requires students to support the study of texts with their own wide reading.


• Students are required to closely study three types of prescribed texts, one drawn from each of the following categories: - prose fiction OR print nonfiction - poetry OR drama - film OR media

• The selection of texts for Module C: The Craft of Writing does not contribute to the required pattern of prescribed texts for the course.

• Students must study ONE related text in the Common Module: Texts and Human Experiences.



Preliminary and HSC English Extension 1 Course No. 15160

HSC English Extension 2 Course No. 15170

1 unit for each of Preliminary and HSC NESA Developed Course

Prerequisites: English Advanced, Preliminary Extension 1 for HSC Extension 1 and HSC Extension 1 as a concurrent study for Extension 2 Exclusions: English (Standard) English (EAL/D)

Course Description

English Extension is designed for students undertaking English Advanced who choose to study at a more intensive level in diverse but specific areas. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work in increasingly independent ways.

Preliminary Extension 1 – Main Topics Covered

There are 2 sections in this course which are studied concurrently – Module A and Research Project • Module A – Text, Culture and Value (40 indicative hours)

Students examine a key text from the past and its manifestation in other forms and media to develop understanding of why and how cultural values are maintained and changed (65% of course content).

• Research Project (20 indicative hours) Students select a key text and evaluate manifestations of their selected text in other contexts and media (35% of course content).

HSC Extension 1 – Main Topics Covered

There is 1 Module in this course: Common Module: Literary Worlds • Common Module: Literary Worlds with ONE elective option (20 indicative hours)

Students explore, investigate, experiment with and evaluate the ways texts represent and illuminate the complexity of individual and collective lives in literary worlds. Each elective in this module involves the study of three texts from the prescribed list, with at least two being print texts. Students explore, analyse and critically evaluate a range of other texts that construct private, public and imaginary worlds. 50% of course content

• Electives Module (40 indicative hours) Students will explore and evaluate textual representations prescribed in one of five electives. 50% course content

HSC Extension 2 – Main Topics Covered

Students undertake extensive independent investigation involving a range of complex texts during the composition process and document this in their Major Work Journal and Reflection Statement. 50% of course content

Preliminary Extension 1 Course Requirements

• Teachers prescribe ONE text from the past and its manifestations in one or more recent cultures • Students select ONE text and its manifestations in one or more recent cultures. Students research a range of texts as

part of their independent project

HSC Extension 1 Course Requirements

• The study of at least THREE texts must be selected from a prescribed text list for the module study including at least TWO extended print texts

• Students are required to study at least TWO related texts

HSC Extension 2 Course Requirements

• The Composition Process • Major Work

• Reflection Statement • The Major Work Journal



English EAL/D Course No. 15150


Exclusions: English Standard, English Advanced, English Extension

Course Description

English EAL/D is designed for students from diverse non-English speaking, Aboriginal or Torres Strait Islander backgrounds as designated by the course entry requirements. The students engage in a variety of language learning experiences to develop and consolidate their use, understanding and appreciation of Standard Australian English, to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective,

creative and confident communicators.


There are 3 sections in this course – Module A, Module B and Module C • Module A: Language and Text in Context (30-40 indicative hours)

Students compare and contrast short texts, developing skills in comprehension and language analysis. Students plan, draft and refine their own written and spoken texts applying language conventions to suit purpose audience and context (40% of course content).

• Module B: Close Study of Text (30-40 indicative hours) Students develop an understanding, knowledge and appreciation of ONE substantial literary text (30% of course content).

• Module B: Texts and Society (30-40 indicative hours) Students explore, analyse, respond to and compose a selection of texts commonly found in community, vocational and academic settings (30% of course content).


There are 4 Modules in this course: Module A, Module B, Module C and the Focus on Writing (Concurrent Module)

• Module A: Text and Human Experiences (30 indicative hours) Students explore a range of short texts in a variety of forms and media and they undertake study of one prescribed text. They examine experiences that are represented in texts and they consider and reflect on human qualities and emotions associated with, or arising from, those experiences (25% Course content).

• Module B: Language Culture and Identity (30 indicative hours) Students explore and analyse the ways that language is used to express the complexities and subtleties of personal, social and cultural identity. They study one prescribed text and a selection of related material, developing awareness and understanding of how our perceptions of and relationships with others and the world are shaped by written, spoken and visual language (25% of course content).

• Module C: Close Study of Text (30 indicative hours) Students develop an informed understanding, knowledge and appreciation of ONE substantial text. They explore information, ideas, attitudes and values that are communicated in and through the text, and they examine and reflect on the ways in which the content, form and language of the text have been composed and assembled (25% of course content).

• Focus on Writing: Concurrent Module (30 indicative hours) In this concurrent module, students develop and refine their knowledge and skills in writing, speaking and representing. They design and present a range of texts, appropriate to the module being studied, to communicate information, ideas, attitudes and values for different purposes, audiences and contexts (25% of course content).


• There are no prescribed texts for Year 11. • Students are required to study one substantial literary text, for example film, prose fiction, drama or a poetry text,

which may constitute a selection of poems from the work of one poet. • Students must explore a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and

digital texts. • The Year 11 course requires students to support their study of texts with their own wide reading.


• Students are required to closely study three types of prescribed texts, one drawn from each of the following categories: - prose fiction OR print nonfiction - poetry OR drama - film OR media.

• The selections of texts for the Focus on Writing module do not contribute to the required pattern of prescribed texts for the course.

• Students must study ONE related text in Module A: Texts and Human Experiences.



English Studies Course No. 30105

2 units for each of Preliminary and HSC Content Endorsed Course

Exclusions: English Standard, English Advanced, English Extension, English EAL/D

Course Entry Guidelines

This course is designed to meet the specific needs of students who are seeking an alternative to the English (Standard) course and who seek an English course to enhance their skills in using language in Students considering choosing the course should be advised that: English Studies is a Stage 6 Board Endorsed Course with an optional HSC examination. Students who complete the HSC examination in English Studies will be eligible for an Australian Tertiary Admission rank (ATAR). Satisfactory completion of English Studies will fulfil English pattern-of-study requirements for the Higher School Certificate. English Studies will also count towards the six units of Board Developed Courses required for the award of the Higher School Certificate. In the English Studies course, students explore the ideas, values, language forms, features and structures of texts in a range of personal, social, cultural and workplace contexts. They respond to and compose texts to extend experience and understanding, access information and assess its reliability, and synthesise the knowledge gained from a range of sources for a variety of purposes.


The module 'Achieving through English – English and the worlds of education, careers and community' is mandatory in the Preliminary course. Students will study a total of 2-4 modules (including the mandatory module), 20-40 indicative hours per module. Total 120 indicative hours.


The module “Text and Human Experience” – a study of how texts communicate a variety of human experiences is mandatory in the HSC course. Students will study a total of 3-5 different modules (including the mandatory module), 20-40 indicative hours per module. Total 120 indicative hours.

Additional Information

The additional modules for both the Preliminary and HSC courses are selected from a list of elective modules within the syllabus. The elective modules may be studied in either course, but with an increasing level of challenge as students advance into the HSC course. Schools may develop and offer one 20-hour module of their own design for the Preliminary year.



Mathematics Standard Course No. 11236


Exclusions: Mathematics Advanced, Mathematics Extension

Prerequisites

The Mathematics Standard 1 Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7–10 Syllabus and in particular, the content and outcomes of all substrands of Stage 5.1 and the following substrands of Stage 5.2: area and surface area, financial mathematics, linear relationships, non-linear relationships, right-angled triangles (trigonometry), single variable data analysis, volume, some content from equations and some content from probability.

Preliminary and HSC Course Description

Year 11 The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course (Category B) or the Mathematics Standard 2 Year 12 course (Category A). Year 12 Students studying the Mathematics Standard 1 course may elect to undertake an optional HSC examination. All students studying the Mathematics Standard 2 course will sit for an HSC examination. The study of Mathematics Standard 1 or 2 in Stage 6 enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and precisely. It provides opportunities for students to consider various applications of mathematics in a broad range of contemporary contexts through the use of mathematical modelling and use these models to solve problems related to their present and future needs. The course provides an appropriate mathematical background for students entering the workforce and/or undertaking further community and workplace training or further tertiary training.

Main Topics Covered

Year 11 • Algebra • Measurement • Financial Mathematics • Statistical Analysis

Year 12 • Algebra • Measurement • Financial Mathematics • Statistical Analysis • Networks



Mathematics Advanced Course No. 11255


Exclusions: Mathematics General

Prerequisites

The Mathematics Advanced Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7–10 Syllabus and in particular, the content and outcomes of all substrands of Stage 5.1 and Stage 5.2, the following substrands of Stage 5.3: algebraic techniques, surds and indices, equations, linear relationships, trigonometry and Pythagoras’ theorem and single variable data analysis. At least some of the content from the following substrands of Stage 5.3 should be covered: non-linear relationships and properties of geometrical shapes.


Year 11 The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality.

Year 12 The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality.

The study of Mathematics Advanced in Stage 6 enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and precisely. It provides opportunities for students to consider various applications of mathematics in a broad range of contemporary contexts through the use of mathematical modelling and use these models to solve problems related to their present and future needs. Students develop ways of thinking in which problems are explored through observation, reflection and reasoning. The course provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role. The Mathematics Advanced course provides an appropriate mathematical background for students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level.

Main Topics Covered

Year 11 • Functions • Trigonometric Functions • Calculus • Exponential and Logarithmic Functions • Statistical Analysis

Year 12 • Functions • Trigonometric Functions • Calculus • Financial Mathematics • Statistical Analysis



Mathematics Extension 1 Course No. 11250

1 unit for each of Preliminary and HSC NESA Developed Course


Prerequisites

Mathematics Extension 1 Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7–10 Syllabus and, in particular, the content and outcomes of all substrands of Stage 5.1, Stage 5.2 and Stage 5.3, including the optional substrands: polynomials, logarithms, functions and other graphs and circle geometry.


Year 11 The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. Year 12 The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course. The study of Mathematics Extension 1 in Stage 6 enables students to develop thorough knowledge, understanding and skills in working mathematically and in communicating concisely and precisely. It also provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical models extensively. Students develop their awareness of the interconnected nature of mathematics, its beauty and its functionality. The course provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital role at a tertiary level. Mathematics Extension 1 provides an appropriate mathematical background for students whose future pathways may involve mathematics and its applications in such areas as science, engineering, finance and economics.

Main Topics Covered

Year 11 • Functions • Trigonometric Functions • Calculus • Combinatorics

Year 12 • Functions • Trigonometric Functions • Calculus • Financial Mathematics • Statistical Analysis



Mathematics Extension 2 Course No. 15260

1 unit for the HSC NESA Developed Course


Prerequisites

The Mathematics Extension 1 Year 12 course has been developed on the assumption that students have studied the content and achieved the outcomes of the Mathematics Advanced Year 11 and the Mathematics Extension 1 Year 11 courses.

Course Description

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course and the Mathematics Advanced Year 12 course.

The study of Mathematics Extension 2 in Stage 6 enables students to develop strong knowledge, understanding and skills in working mathematically and in communicating concisely and precisely. It provides opportunities to develop strong mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra and calculus, as well as an awareness of mathematics as an activity with its own intrinsic value, involving invention, intuition and exploration. The course also provides opportunities at progressively higher levels for students to acquire knowledge, understanding and skills in relation to concepts within areas of mathematics that have applications in an increasing number of contexts.

Mathematics Extension 2 provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital role at tertiary level. An appropriate mathematical background is provided for students whose future pathways will be founded in mathematics and its applications in such areas as science, engineering, finance and economics.

Main Topics Covered

• Proofs • Vectors • Complex Numbers • Calculus • Mechanics



Information Processes and Technology Course No. 15210


Exclusions: Computing Applications CEC

Course Description

Information Processes and Technology is the study of information-based systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures resulting from the processes are considered. Different types of information systems are studied. Through project work, students will create their own information system to meet an identified need.


• Introduction to Information Skills and Systems (20%) • Tools for Information Processes (50%) • Developing Information Systems (30%)


• Project Management (20%) • Information Systems and Databases (20%) • Communication Systems (20%) • Option Strands (40%) – Students will select TWO of the following options: Transaction Processing Systems; Decision

Support Systems; Automated Manufacturing Systems; Multimedia Systems.

Course Requirements

The percentage values in each course refer to indicative course time. A minimum of 40% course time is to be devoted to the integration of content into project work in both Preliminary and HSC courses. It is also expected that a significant proportion of time be devoted to integrated practical activities.



Biology Course No. 15030


Exclusions: Nil

Course Description

The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world. Biology uses Working Scientifically processes to develop investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When working scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively. The study of biology, which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses. Through the analysis of qualitative and quantitative data, students are encouraged to solve problems and apply knowledge of biological interactions that relate to a variety of fields. The Biology course builds on the knowledge and skills of the study of living things found in the Science Stage 5 course. The course maintains a practical emphasis and engages with the technologies that assist in investigating current and future biological applications. The study of Biology provides the foundation knowledge and skills to support participation in a range of careers. It is a fundamental discipline that focuses on personal and public health and sustainability issues, and promotes an appreciation for the diversity of life.

Main Topics Covered

Preliminary Course (120 hours) Working Scientifically Skills Module 1 Cells as the Basis of Life Module 2 Organisation of Living Things Module 3 Biological Diversity Module 4 Ecosystem Dynamics Depth studies*15 hours in Modules 1–4

HSC Course (120 hours) Working Scientifically Skills Module 5 Heredity Module 6 Genetic Change Module 7 Infectious Disease Module 8 Non-infectious Disease and Disorders Depth studies*15 hours in Modules 5-8

Course Requirements

15 hours must be allocated to depth studies within the 120 indicative course hours.

Requirements For Practical Investigations

Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Biology course and must occupy a minimum of 70 hours of course time, including time allocated to practical investigations in depth studies across the Preliminary and HSC courses. Practical investigations include:

• undertaking laboratory experiments, including the use of appropriate digital technologies

• fieldwork Secondary-sourced investigations include:

• locating and accessing a wide range of secondary data and/or information

• using and reorganising secondary data and/or information. One fieldwork exercise must be completed in Year 11.



Chemistry Course No. 15050


Exclusions: Nil

Course Description

The Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability. The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena. Chemistry involves using differing scales, specialised representations, explanations, predictions and creativity, especially in the development and pursuit of new materials. It requires students to use their imagination to visualise the dynamic, minuscule world of atoms in order to gain a better understanding of how chemicals interact. The Chemistry course builds on students’ knowledge and skills developed in the Science Stage 5 course and increases their understanding of chemistry as a foundation for undertaking investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. The course provides the foundation knowledge and skills required to study chemistry after completing school, and supports participation in a range of careers in chemistry and related interdisciplinary industries. It is an essential discipline that currently addresses and will continue to address our energy needs and uses, the development of new materials, and sustainability issues as they arise.

Main Topics Covered

Preliminary Course (120 hours) Topics Covered Working Scientifically Skills Module 1 Properties and Structure of Matter Module 2 Introduction to Quantitative Chemistry Module 3 Reactive Chemistry Module 4 Drivers of Reactions Depth studies*15 hours in Modules 1–4

HSC Course (120 hours) Topics Covered Working Scientifically Skills Module 5 Equilibrium and Acid Reactions Module 6 Acid/base Reactions Module 7 Organic Chemistry Module 8 Applying Chemical Ideas Depth studies*15 hours in Modules 5-8

Course Requirements



Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Chemistry course and must occupy a minimum of 70 hours of course time, including time allocated to practical investigations in depth studies across the Preliminary and HSC courses. Practical investigations include:







Physics Course No. 15050


Exclusions: Nil

Course Description

The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future. The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena. Students who study physics are encouraged to use observations to develop quantitative models of real world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions, and analyse the interconnectedness of physical entities. The Physics course builds on students’ knowledge and skills developed in the Science Stage 5 course and help them develop a greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) fields. The study of physics provides the foundation knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials.

Main Topics Covered

Preliminary Course (120 hours) Topics Covered Working Scientifically Skills Module 1 Kinematics Module 2 Dynamics Module 3 Waves and Thermodynamics Module 4 Electricity and Magnetism Depth studies*15 hours in Modules 1–4

HSC Course (120 hours) Topics Covered Working Scientifically Skills Module 5 Advanced Mechanics Module 6 Electromagnetism Module 7 The Nature of Light Module 8 From the Universe to the Atom Depth studies*15 hours in Modules 5-8

Course Requirements



Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Physics course and must occupy a minimum of 70 hours of course time, including time allocated to practical investigations in depth studies across the Preliminary and HSC courses. Practical investigations include:







Ancient History Course No. 15020


Exclusions: Nil

Course Description

The Ancient History course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments. Students are given opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past.


1. Investigating Ancient History (a) The Nature of Ancient History (b) Case Studies

- ONE case study must be from Egypt, Greece, Rome or Celtic Europe. - ONE case study must be from the Near East, Asia, the Americas or Australia.

2. Features of Ancient Societies

Students study at least TWO ancient societies through an investigation of: - a different key feature for each society OR one key feature across the societies selected.

3. Historical Investigation

The historical investigation is designed to further develop relevant investigative, research and presentation skills. The investigation should extend a particular area of individual student or group interest. The investigation may be undertaken as a standalone study or integrated into any aspect of the Year 11 course and need not be completed as one project. It may be conducted individually or collaboratively.


1. Core Study: Cities of Vesuvius – Pompeii and Herculaneum 2. ONE ‘Ancient Societies’ topic 3. ONE ‘Personalities in their Times’ topic 4. ONE ‘Historical Periods’ topic. The course requires study from at least TWO of the following areas:

• Egypt

• Near East

• China

• Greece

• Rome



Business Studies Course No. 15040


Exclusions: Nil

Course Description

Business Studies encompasses the theoretical and practical aspects of business in contexts which students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resources in large businesses. By completing this course students will develop general and specific skills, including research, analysis, problem-solving, decision-making, critical thinking and communication. These skills enhance their confidence and ability to participate effectively, not only as members of the business world, but also as citizens dealing with issues emanating from business activity. Through the study of contemporary national and global businesses, Business Studies investigates the role, operation and management of businesses within our society. Factors in the establishment, operation and management of a small business are integral to this course. Students investigate the role of global business and its impact on Australian business. Students develop research and independent learning skills in addition to analytical and problem-solving competencies through their studies.


• Nature of Business (20%) – the nature and role of business in a changing business environment

• Business Management (40%) – the nature and responsibilities of management in the business environment

• Business Planning (40%) – the process of establishing and planning a small to medium enterprises


• Operations (25%) – Strategies for effective operations management in large businesses

• Marketing (25%) – The main elements involved in the development and implementation of successful marketing strategies

• Finance (25%) – The role of interpreting financial information in the planning and management of a business

• Human Resources (25%) – The contribution of human resource management to business performance



Economics Course No. 15110


Exclusions: Nil

Course Description

Economics is distinctive because of the range of problems and issues that it investigates and the skills that it develops. Students will benefit from the study of economics if they engage in studies that include business, accounting and finance, media, law, marketing, employment relations, tourism, history, geography or environmental studies. The preliminary course provides a foundation of key economic concepts with a focus on Australia’s national economy. The HSC course extends this understanding and investigates how Australia influences and is affected by other economies of the world, and also explores contemporary economics issues and policies and their implications. Economics provides understanding for students about many aspects of the economy and its operation that are frequently reported in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.


• Introduction to Economics (10%) - The nature of economics and the operation of an economy

• Consumers and Business (10%) - The role of consumers and business in the economy

• Markets (20%) - The role of markets, demand, supply and competition

• Labour Markets (20%) - The workforce and role of labour in the economy

• Financial Markets (20%) - The financial market in Australia including the share market

• Government and the Economy (20%) - The role of government in the Australian economy.


• The Global Economy (25%) - Features of the global economy and globalisation

• Australia's Place in the Global Economy (25%) - Australia's trade and finance

• Economic Issues (25%) - Issues including growth, unemployment, inflation, wealth and management.

• Economic Policies and Management (25%) - The range of policies to manage the economy.



Geography Course No. 15190


Exclusions: Nil

Course Description

Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions which take place in our world. A study of Geography involves investigating human activities; the constraints placed upon them and the impacts of these activities. It also allows students to perceive the world in a variety of ways and helps them make sense of a complex and changing world. Studying Geography Stage 6 prepares students for post-school studies and future employment in areas such as Tourism, Environmental Management, Urban Planning, Conservation, Education and Journalism. The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues. The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine with an assessment of the geographers’ contribution to understanding our environment and demonstrates the relevance of geographical study.


• Biophysical Interactions (45%) - how biophysical processes contribute to sustainable management.

• Global Challenges (45%) - geographical study of issues at a global scale.

• Senior Geography Project (10%) - a geographical study of student's own choosing. Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.


• Ecosystems at Risk (33.3%) – the functioning of ecosystems, their management and protection.

• Urban Places (33.3%) – study of cities and urban dynamics.

• People and Economic Activity (33.3%) – geographic study of economic activity in a local and global context. Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

Course Requirements

Students complete a senior geography project (SGP) in the Preliminary course and must undertake 12 hours of fieldwork in both the Preliminary and HSC courses.



History Extension Course No. 15280

1 unit for HSC NESA Developed Course

Exclusions: Nil

Prerequisites

Preliminary Modern History or Preliminary Ancient History.


1. Constructing History (40 hrs) ▪ Key Questions ▪ Case Studies

2. History Project (20 hrs)

Prerequisites

The Preliminary course in Modern or Ancient History is a prerequisite for the HSC course.



Legal Studies Course No. 15220


Exclusions: Nil

Course Description

The Legal Studies course offers excellent preparation for life through a study of the legal system, its principles, structures, institutions and processes. The course fosters respect for cultural diversity and allows students to question and evaluate legal institutional structures in the domestic and international environments and to undertake a comparative analysis of other political and institutional structures. The course will assist in the development of students’ knowledge of their basic legal rights and responsibilities in a broad selection of contexts which appeal to their interests. Being well informed about legal issues, including the rights and responsibilities integral to our society, is part of being an active and informed citizen. Students will also develop an understanding of legal concepts and the way the law functions in our society. The Preliminary course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved, and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives. The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform. Each topic is explored through a range of themes and challenges.


▪ Part I – The Legal System (40% of course time) ▪ Part II – The Individual and the Law (30% of course time) ▪ Part III – The Law in Practice (30% of course time) The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and Part II. Key themes incorporated across all topics: Justice, Law and Society; Culture, Values and Ethics; Conflict and Cooperation; Continuity and Change; Legal Processes and Institutions; Effectiveness of the Legal System.


Core Part I - Crime (30% of Course Time) ▪ Core Part II - Human Rights (20% of course time) ▪ Core Part III - 2 Options (25% of course time) Students will study two focus studies chosen from: ▪ Consumers ▪ Family

▪ Global environmental Protection

▪ Indigenous peoples ▪ Shelter ▪ Workplace

▪ World Order Key themes incorporated across all topics: Justice, Law and Society; Culture, Values and Ethics; Conflict and Cooperation; Continuity and Change; Legal Processes and Institutions; Effectiveness of the Legal System.



Modern History Course No. 15270


Exclusions: Nil

Course Description

The study of Modern History in Stage 6 enables students to develop knowledge and understanding of the modern world, the skills of critical analysis and synthesis, and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world; to develop a lifelong interest in the study of history; and to prepare them for informed and active citizenship in the contemporary world.


The Year 11 course is structured to provide students with opportunities to investigate key features, individuals, groups, events, concepts and historiographical issues in a range of historical contexts as background for their Year 12 studies. Students are required to study the three areas of the Year 11 course, as listed below. 1. Investigating Modern History – 60 indicative hours (a) The nature, methods and issues of Modern History (b) Case Studies Students undertake:

- at least TWO options from ‘The nature, methods and issues of Modern History’ AND - at least TWO case studies. Teachers may develop their own case studies.

ONE case study must be from Europe, North America or Australia. ONE case study must be from Asia, the Pacific, Africa, the Middle East or Central/South America.

2. Historical Investigation – 20 indicative hours The investigation can be integrated into any aspect of the Year 11 course and need not be completed as one project. It may be conducted individually or as part of a group. 3. The Shaping of the Modern World – 40 indicative hours Students lay the foundations for their 20th-century studies by investigating forces and ideas that shaped the modern world and defined modernity. At least ONE study from ‘The Shaping of the Modern World’ should be undertaken.


1. Core Study: Power and Authority in the Modern World

2. ONE ‘National Studies’ topic

3. ONE ‘Peace and Conflict’ topic

4. ONE ‘Change in the Modern World’ topic



Society and Culture Course No. 15350


Exclusions: Nil

Course Description

The central goal of Society and Culture is the development of social and cultural literacy and a clear understanding of the interaction of persons, societies, cultures, environments and time. The influence of other aspects of societies and cultures – including power, authority, identity, gender, technologies and globalisation – is also central to the course. Society and Culture develops knowledge, understanding, skills, values and attitudes essential to an appreciation of the social world. How the interaction of persons, society, culture, environment and time shape human behaviour is a central theme of study. Students develop an understanding of research methodologies and undertake research in an area of particular interest to them. The research findings are presented for external assessment in the Personal Interest Project (PIP). The course deals with areas of interest and relevance to students.


▪ The Social and Cultural World (30%) – The interaction between aspects of society and cultures ▪ Personal and Social Identity (40%) – Socialisation and coming of age in a variety of social and cultural settings. ▪ Intercultural Communication (30%) – How people in different cultures interact and communicate.


Core ▪ Social and Cultural Continuity and Change (30%) – The nature, continuity and change, research and study of a selected

country ▪ The Personal Interest Project (30%) – An individual research project. Depth Studies (40%) Two to be chosen from: ▪ Popular Culture

- The interconnection between individuals and popular culture

▪ Belief Systems and Ideologies - Role of belief systems in societies, cultures and personal life. The relationship of belief systems and ideologies to

culture and identity.

▪ Social Inclusion and Exclusion - The nature of social inclusion and exclusion and the implications for individuals and groups in societies and cultures.

▪ Social Conformity and Non conformity The factors influencing conformity of groups and their members and the role of and response to non-conformity.

Course Requirements

Completion of Personal Interest Project submitted externally to NESA.



Studies of Religion II Course No. 15380


Exclusions: Nil

Course Description

The Studies of Religion course acknowledges religion as a distinctive answer to the human need for meaning in life. An understanding of religion provides a perspective for the human view of reality and deals with daily living as well as with the ultimate source, meaning and goal of life. The Studies of Religion II ensures students study more than one religious tradition and enables students to come to an understanding that each religious tradition has its own integrity and contributes to a well-ordered society. Studies of Religion II promotes an understanding and critical awareness of the nature and significance of religion and the influence of beliefs systems and religious traditions on individuals and within society. It emphasises the development of skills of analysis, independent research, collaboration and effective communication. These skills empower students to become critically reflective life-long learners.


▪ Nature of Religion and Beliefs (10%). - This unit introduces students to key religious concepts and includes Australian Aboriginal beliefs and spiritualties,

as a distinctive response to the human search for meaning in life.

▪ Religious Traditions Studies (55%): Three options selected from

- Buddhism, Christianity, Hinduism, Islam, Judaism

▪ Religions of Ancient Origin (20%): Two religions of ancient origin from: - Aztec or Inca or Mayan

- Celtic

- Nordic

- Shinto

- Taoism

- an Indigenous religion from outside Australia

▪ Religion in Australia pre-1945 (15%)


▪ Religion and Belief Systems in Australia post-1945 (10%) - Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of

Aboriginal spiritualties and their contribution to an understanding of religious beliefs and religious expression in

Australia today.

▪ Religious Tradition Depth Studies (60%): Three options selected from: - Buddhism

- Christianity

- Hinduism

- Islam

- Judaism

▪ Religion and Peace (20%): - The distinctive response of religious traditions to the issue of peace.

▪ Religion and Non-Religion (10%) - The human search for meaning through new religious expression, Non-religious worldviews and the difference

between Religious and Non-Religious worldviews.



Dance Course No. 15070


Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

Course Description

The 2 Unit Dance course accommodates students from a range of backgrounds and levels of experience. This course is suitable for those that have a genuine interest in Dance as an art form. Through the interrelated experiences of performing, composing and appreciating dance, students learn and come to understand the communicative purpose of dance. Both the Preliminary and HSC Courses contain three main components and there are practical and theory aspects included in all three.

Main Topics Covered

Performance In the Performance component, students gain knowledge, skills and understanding about how to physically prepare the body for dance. Students learn dance technique which is based on the fundamentals of classical ballet and modern/ contemporary dance. Another essential aspect is the study of anatomy and its relevance to dance technique and injury prevention. Composition The Composition component focuses on the craft of choreography and it provides students with the opportunity to develop their creativity in dance. In practical lessons, students study the elements of dance and explore various aspects of choreographic process. During the HSC course, students are required to compose their own dance in a personal style, linked to a concept of their choice. Appreciation In Appreciation, students develop knowledge and understanding about the socio-historical context of dance. Through interrelated experiences gained in the other components, they also develop knowledge and understanding in the area of dance analysis and criticism. This component requires students to develop sound research and essay writing skills.

Assessment Components

Preliminary Course Performance 50% Composition 25% Appreciation 25% More weighting is allocated to the area of Performance to allow students to establish a satisfactory level of dance technique.

HSC Course Performance 20% Composition 20% Appreciation 20% Major Study 40% Students select a Major Study area based on their own interests and strengths (Performance or Composition or Appreciation).

Course Requirements

The published Course Prescriptions, which may change in total or in part every three years, indicate works and artists to be studied in the HSC Course in Core Appreciation and Major Study Appreciation.



Drama Course No. 15090



Course Description

Drama students study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences. Preliminary Course Content comprises an interaction between the components of Improvisation, Play building and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas. HSC Course Australian Drama and Theatre and Studies in Drama and Theatre involve the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant acting techniques, performance styles and spaces. The Group Performance (3-6 students) involves creating a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills. For the Individual Project, students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Script-writing or Video Drama.


• Improvisation, Play building, Acting • Elements of Production in Performance • Theatrical Traditions and Performance Styles


• Australian Drama and Theatre (Core content) • Studies in Drama and Theatre (Core content) • Group Performance (Core content) • Individual Project (Selective content)

Course Requirements

The Preliminary course informs learning in the HSC course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published Course Prescriptions include a topic list which is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis must base their work on one of the texts listed in the published text list. This list changes every three years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects.



Music 1 Course No. 15290


Exclusions: Music 2

Course Description

In the Preliminary and HSC courses, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Preliminary and HSC Course – Main Topics Covered

Students study three topics in each year of the course. Topics are chosen from a list of 21 which covers a range of styles, periods and genres.


• Australian Drama and Theatre (Core content) • Studies in Drama and Theatre (Core content) • Group Performance (Core content) • Individual Project (Selective content)

Course Requirements

In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course. Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the Board of Studies to validate authorship of the submitted work.

Other Information

No prior musical experience is required. However, in order to successfully complete this course, students need to be willing to undertake instrumental or singing lessons throughout Years 11 and 12.



Visual Arts Course No. 15290



Course Description

Visual Arts involves students in art making, art criticism and art history. Students develop their own artworks, culminating in a ‘body of work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.


Learning opportunities focus on: • the nature of practice in art making, art criticism and art history through different investigations • the role and function of artists, artworks, the world and audiences in the art world

• the different ways the visual arts may be interpreted and how students might develop their own informed points of view

• how students may develop meaning and focus and interest in their work

• building understandings over time through various investigations, experimenting with different art forms.


Learning opportunities focus on: • how students may develop their practice in art making, art criticism, and art history

• how students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations

• how students may learn about the relationships between artists, artworks, the world and audiences within the art world and apply these to their own investigations

• how students may further develop meaning and focus in their work.

Course Requirements

Preliminary Course: • Artworks in at least two expressive forms: painting, drawing, digital photography and use of a process diary • a broad investigation of ideas in art making, art criticism and art history

HSC Course: • development of a body of work and use of a process diary • a minimum of five Case Studies (4–10 hours each) • deeper and more complex investigations in art making, art criticism and art history



Community and Family Studies Course No. 15060


Exclusions: Nil

Course Description

Community and Family Studies is designed to develop student understanding of the diverse nature and interdependence of families and communities, within Australian society. The course enables students to plan and manage resources effectively on order to address contemporary issues facing individuals, families and communities.


• Resource Management Basic concepts of the resource management (approximately 20% of course time).

• Individuals and Groups The individual’s roles, relationships and tasks within groups (approximately 40% of course time).

• Families and Communities Family structures and functions and the interaction between family and community (approximately 40% of course time).


• Research Methodology Research methodology and skills culminating in the production of an Independent Research Project (approximately 25% of course time).

• Groups in Context The characteristics and needs of specific community groups (approximately 25% of course time).

• Parenting and Caring

Issues facing individuals and groups who adopt roles of parenting and caring in contemporary society (approximately 25% of course time).

HSC Option Modules Select one of the following (approximately 25% of course time): • Family and Societal Interactions

Government and community structures that support and protect family members throughout their lifespan. • Social Impact of Technology

The impact of evolving technologies on individuals and lifestyle. • Individuals and Work

Contemporary issues confronting individuals as they manage roles within both their family and work environments.

Course Requirements

Students are required to complete an Independent Research Project as part of the HSC internal assessment. The focus of the Independent Research Project should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management.



Personal Development Health and Physical Education Course No. 15320


Exclusions: Nil

Course Description

The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing, and fitness choices. In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.


Core Topics (60%) • Better Health for Individuals

• The Body in Motion

Optional Component (40%) Students select two of the following options: • First Aid

• Composition and Performance

• Fitness Choices • Outdoor Recreation


Core Topics (60%) • Health Priorities in Australia

• Factors Affecting Performance

Optional Component (40%) Students select two of the following options: • The Health of Young People

• Sport and Physical Activity in Australian Society

• Sports Medicine

• Improving Performance

• Equity and Health

Course Requirements

A requirement for all Preliminary PDHPE students is the completion of an externally provided Senior First Aid Course at a cost of approximately $80.00.



Food Technology Course No. 15180


Exclusions: Nil

Course Description

The Preliminary course will develop knowledge and understanding about food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas. The HSC course involves the study of: sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.


• Food Availability and Selection (30%) • Food Quality (40%) • Nutrition (30%)


• The Australian Food Industry (25%) • Food Manufacture (25%) • Food Product Development (25%) • Contemporary Nutrition Issues (25%)

Course Requirements

There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course. In order to meet the course requirements, students study food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary nutrition issues. It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the ‘learn to’ section of each strand.



Textiles and Design Course No. 15390


Exclusions: Fashion and Textiles EVET CEC 43480 Fashion Design and Technology EVET CEC 41016

Course Description

The Preliminary course involves the study of design, communication techniques, manufacturing methods, fibres, yarns, fabrics and the Australian Textile Clothing, Footwear and Allied Industries. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and includes the completion of two preliminary textile projects. These projects develop each student’s creative abilities and skills in designing, manipulating, experimenting and selecting appropriate fabrics for an end use. The HSC course builds upon the Preliminary course and involves the study of fabric colouration and decoration, historical design development, cultural factors that influence design and designers, contemporary designers, end-use applications of textiles, innovations and emerging textile technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace. This course involves the development of a Major Textiles Project, worth 50% of the HSC mark. The project is selected from one of the five focus areas and enables students to explore an area of interest. The project has two components: the supporting documentation and textile item/s.


• Design (40%) • Properties and Performance of Textiles (50%) • The Australian Textiles, Clothing, Footwear and Allied Industries (10%).


• Design (20%) • Properties and Performance of Textiles (20%) • The Australian Textiles, Clothing, Footwear and Allied Industries (10%) • Major Textiles Project (50%)

Course Requirements

In the Preliminary course students will undertake two preliminary textile projects. Preliminary Project 1 is drawn from the area of study Design and focuses on the generation and communication of ideas, design modification, manipulative skills, evaluation of ideas and of the project, and management of time and resources. Preliminary Project 2 is drawn from the area of study of Properties and Performance of Textiles and focuses on an analysis of fabric, yarn and fibre properties, experimental procedures, product design, fabric choice, manipulative and management skills, communication methods and the recording of information. In the HSC course, the Major Textiles Project allows students to develop a textile project from one of the following focus areas: apparel, furnishings, costume, textile arts, non-apparel. The selected focus area allows students to explore in detail one area of interest through a creative textile design process that integrates the areas of Design, Properties and Performance of Textiles and the Australian Textiles, Clothing, Footwear and Allied Industries.



Chinese Beginners Course No. 15540


Exclusions: Chinese Continuers; Chinese Extension; Chinese and Literature; Chinese in Context. Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria.

Course Description

In the Preliminary and HSC courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Chinese. Topics studied through two interdependent perspectives, the personal world and the Chinese-speaking communities; provide contexts in which students develop their communication skills in Chinese and their knowledge and understanding of language and culture. Students’ skills in, and knowledge of Chinese will be developed through tasks associated with a range of texts and text types, which reflect the topics. Students will also gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.


• Family life, home and neighbourhood

• People, places and communities • Education and work

• Friends, recreation and pastimes • Holidays, travel and tourism

• Future plans and aspirations



Chinese Continuers Course No. 15550


Prerequisites: 200-400 hours study or equivalent knowledge is assumed. Exclusions: Chinese Beginners; Chinese in Context; Chinese and Literature. Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria.

Course Description

The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of Chinese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students also will gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.


▪ The Individual Personal identity Education and aspirations Recreation and leisure Travel experiences

▪ The Chinese-Speaking Communities History and culture Lifestyles

▪ The Changing World Youth issues The World of Work Tourism and Hospitality

Students’ language skills are developed through tasks such as: ▪ Conversation ▪ Responding to an aural stimulus ▪ Responding to a variety of written material ▪ Writing for a variety of purposes ▪ Studying the culture of Chinese-speaking communities through texts



Chinese In Context Course No. 15555


Prerequisites: Prior learning and/or equivalent knowledge is assumed. Exclusions: Chinese Beginners; Chinese Continuers; Chinese Extension; Chinese and Literature. Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages Courses Eligibility Criteria.

Course Description

Preliminary Course The Preliminary course has as its organisational focus the study of Issues. The student’s intercultural and linguistic skills, knowledge and understanding of Chinese will be developed through the study of a range of texts related to the Issues, viewed from one or more of three Perspectives and drawn from one or more of three Contexts.

HSC Course The HSC course continues to focus on the Issues, studied through the Perspectives using texts drawn from the Contexts. The student will gain a broader and deeper understanding of Chinese and will extend and refine their communication skills in Chinese. The student explores in depth an area of interest related to one of the Issues through the Personal Investigation.


Prescribed Issues The study if Issues will be undertaken through a range of texts viewed from the Perspectives and drawn from the Contexts. Each issue will be studied through one or more of the Perspectives and related texts drawn from one or more of the Contexts, to ensure that all the Perspectives and Contexts are in a balanced way throughout the course. Through studying the following issues, students will develop the ability to reflect on and respond to aspects of the language and culture of Chinese-speaking communities locally, regionally and globally. • Young people and their relationships

Students will consider their relationships with family, their connections with friends and the influence of international popular youth culture on young people.

• Traditions and values in a contemporary society

Students will consider how the traditions and values of Chinese-speaking communities are maintained in multicultural environments and in a changing society.

• The changing nature of work

Students will consider how advances in communication technologies and changes in expectations and aspirations affect future study and employment.

• The individual as a global citizen

Students will consider a range of global issues, such as environmental concerns and the impact of global events on individuals and society.

• Chinese identity in the international context Students will consider the place of Chinese-speaking communities in the world, including migration experiences both locally and internationally.



Chinese and Literature Course No. 15560


Prerequisites: A cultural and/or linguistic background in Chinese is assumed. Exclusions: Chinese Beginners; Chinese Continuers; Chinese Extension; Chinese in Context. Eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria.

Course Description

In the Preliminary course, students will develop their knowledge and understanding of Chinese through the study of language texts and contemporary issues. In the HSC course, students will continue to develop their knowledge and understanding of Chinese through the study of prescribed texts, prescribed themes, and contemporary issues.


Students will study language and culture through the following prescribed themes: • The individual and the community

• Youth culture

• Perspectives on Identity

• Global issues



French Beginners Course No. 15670


Exclusions: Exclusions: French Continuers; French Extension. Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria.

Course Description

In the Preliminary and HSC courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in French. Topics studied through two interdependent perspectives, the personal world and the French-speaking communities provide contexts in which students develop their communication skills in French and their knowledge and understanding of language and culture. Students’ skills in, and knowledge of French will be developed through tasks associated with a range of texts and text types, which reflect the prescribed topics and test the four micro-skills. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.


▪ Family life, home and neighbourhood

▪ People, places and communities ▪ Education and work

▪ Friends, recreation and pastimes ▪ Holidays, travel and tourism

▪ Future plans and aspirations

Other Information

Students’ study will be supplemented with a variety of activities including French Films and attending French workshops to assist them with exam preparation and culture appreciation.



French Continuers Course No. 15680


Prerequisites: 200-400 hours study of the language or equivalent knowledge is assumed. Exclusions: French Beginners

Course Description

The Preliminary and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.


▪ The Individual Personal identity Relationships School Life and Aspirations Leisure and Interests

▪ The French-Speaking Communities Daily Life/Lifestyles Arts and Entertainment

▪ The Changing World Travel and Tourism The World of Work Current Issues The Young People’s World

Other Information

Students’ study will be supplemented with a variety of activities including French Films and attending French workshops to assist them with exam preparation and culture appreciation.



Vocational Education and Training Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by NSW Educational Standards Authority (NESA) and are based on national training packages. VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers and universities and will assist students to progress to various education and training sectors and employment. Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students. It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport. Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units. Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific mandatory work placement or simulated workplace hours as determined by NESA. Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended industry specific work placement. Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace. Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry. Students will receive documentation showing any competencies achieved for the VET course undertaken. Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is suitable for their individual needs, knowledge and skills.



Business Services 2020 (BSB20115)

Public Schools NSW, Ultimo Registered Training Organisation 90072 VOCATIONAL EDUCATION and TRAINING

2020 BUSINESS SERVICES COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time.

Course: Business Services 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational t raining. This is known as dual accreditation.

BSB20115 Certificate II in Business Based on Business Services Training Package Version 3 (BSB v3) Units of Competency Core BSBWHS201 Contribute to health and safety of self and others Electives BSBCUS201 Deliver a service to customers BSBSUS201 Participate in environmentally sustainable work practices BSBIND201 Work effectively in a business environment BSBINM201 Process and maintain workplace information BSBINN201 Contribute to workplace innovation BSBCMM201 Communicate in the workplace BSBITU211 Produce digital text documents BSBITU212 Create and use spread sheets

BSBWOR204 Use business technology

BSBITU213 Use digital technologies to communicate remotely AND

BSBITU312 Create electronic presentation

Additional units required to attain a HSC credential in this course

TLIP2029 Prepare and process financial documents BSBITU307 Develop keyboarding speed and accuracy

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a business environment. They should be able to use a personal digital device including a personal computer or laptop. There will be out of class homework, research activities and assignments.

1. Examples of occupations in the business services industry:

▪ administration assistant ▪ clerical worker

▪ office junior ▪ receptionist

▪ information desk operator ▪ data entry operator

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement. Students who do not meet these requirements will be `N` determined as required by the NESA. External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Business Services is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice, short answers and extended response items. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency. Appeals and Complaints Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources & Consumables Year 11 $40.00 Year 12 $40.00 (cost is based on 2019 cohorts) Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance.

A school-based traineeship is available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions


http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions




Hospitality Kitchen Operations 2020 (SIT20416)

Public Schools NSW, Ultimo Registered Training Organisation 90072 VOCATIONAL EDUCATION and TRAINING

2020 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time.

Course: Hospitality - Kitchen Operations 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.

SIT20416 Certificate II in Kitchen Operations Based on SIT Tourism, Travel and Hospitality training package (version 1.2) Units of Competency Core BSBWOR203 Work effectively with others SITHCCC001 Use food preparation equipment SITHCCC005 Prepare dishes using basic methods of cookery SITHCCC011 Use cookery skills effectively SITHKOP001 Clean kitchen premises and equipment SITXFSA001 Use hygienic practices for food safety SITXINV002 Maintain the quality of perishable items SITXWHS001 Participate in safe work practice

Electives SITHCCC002 Prepare and present simple dishes SITHCCC003 Prepare and present sandwiches SITHCCC006 Prepare appetisers and salads BSBSUS201 Participate in environmentally sustainable work practices SITXFSA002 Participate in safe food handling practices SITHIND002 Source and use information on the hospitality industry

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions out of school hours. There will be out of class homework, research activities and assignments.

2. Examples of occupations in the hospitality industry ▪ trainee chef short order ▪ fast food cook breakfast cook

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency. Appeals and Complaints

Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources: Year 11 $120.00 + $20(tool kit) + chef uniform one-off in Year 11 $85.00(approx.) Resources: Year 12 $120.00 + $20(tool kit) (cost is based on 2019 cohorts) Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance

A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions






Work Studies

2 units for each of Preliminary and HSC Content Endorsed Course

Exclusions: Nil

Course Description

Work in all its forms – paid and unpaid – plays a central role in our lives. Technological, social and economic factors are rapidly changing the nature of work and traditional patterns of work organisation. Many of the occupations in which students will work do not yet exist. This course in Work Studies will assist students to: • recognise the links between education, training, work and lifestyle, and to recognise the economic and social factors

that affect work opportunities • develop an understanding of the changing nature of work organisation and the implications for individuals and society • undertake an extended work placement to allow for the development of specific job-related skills • acquire general work-related knowledge, skills and attitudes, transferable across a number of occupational areas • develop their skills in accessing work-related information, presenting themselves to potential employers, and

functioning effectively in the workplace.


Themes Embedded in Core and Modules • Career Planning • Performing Work Tasks • Working With Others • Managing Change Core My Working Life

Modules There are 11 elective modules which explore issues about work and work-related skills. Modules are studied for 15 to 30 hours.

1. In the Workplace 2. Preparing Job Applications 3. Workplace Communication 4. Teamwork and Enterprise Skills 5. Managing Work and Life Commitments 6. Personal Finance 7. * Workplace Issues (the prerequisite module is In the Workplace) 8. * Self-Employment (the prerequisite module is Managing Work and Life Commitments) 9. * Team Enterprise Project (the prerequisite module is Teamwork and Enterprise Skills) 10. Experiencing Work (one or two of these modules may be undertaken provided that they do not exceed 50

percent of course time) 11. School-Developed Module (one or two of these modules may be undertaken, provided that they do not exceed

25 percent of course time).

• Modules 7, 8 and 9, require the completion of prerequisite modules or appropriate prior learning

Other Information

There is no external examination (delivered by NESA) for Content Endorsed Courses. Assessment is school-based and teachers award an assessment mark using the Performance Descriptions for reporting achievement in HSC Board Endorsed Courses.



External Vocational Education and Training (EVET) VET Courses delivered by external providers (EVET) are courses, developed or endorsed by the NESA, which senior secondary school students may study at a TAFE NSW / external providers while completing their HSC at school. EVET courses are taught by teachers usually at a TAFE NSW/external providers college/campus. As these students are enrolled in EVET NSW they are subject to student rights, obligations and policies and also receive credentials on successful completion of their studies. In some cases, courses are delivered by teachers using school or other facilities. Students can also undertake HSC VET courses through shared school /TAFE /external providers delivery. Students can check which EVET courses are available in their area, but must apply through their school. Some EVET courses are listed below:

ATAR Non-ATAR

Allied Health Assistance (Nursing) Automotive 120 Hrs Automotive 240 Hrs Automotive Paint/Panel Business Services Computer Assembly and Repair Electrotechnology (Electrical) Entertainment Financial Services Financial Services (Accounts Administrations) Health Services Assistance - Certificate III Hospitality Information Technology Retail Services Tourism (Events Coordination) Tourism

Advertising Media Animal Studies Automotive Vehicle Trimming - Statement of Attainment Aviation - Aircraft Operation (Theory) Baking - Retail Beauty Therapy (Makeup Services) 120 Hrs Beauty Therapy (Makeup Services) 240 Hrs Boating Services Business Management (Human Resources) Children's Services Introduction Community Recreation (Sport & Recreation Fitness) Computer Aided Drafting (CAD) Design Fundamentals (Digital Prototyping) Design Fundamentals (Fashion Design) Design Fundamentals (Graphic Design) Design Fundamentals (Interior Design) Design Fundamentals (Jewellery and Object Design) Fashion Design (120 Hrs) Fashion Design (240 Hrs) Fashion Design and Technology Floristry Hairdressing Maritime Operations Marketing Media Journalism Metals and Engineering Multimedia/Digital Design Music Industry (Foundation) Outdoor Recreation Plumbing Property Services Radio Broadcasting (Screen and Media) Sail Making Sculpture (Visual Arts & Contemporary Crafts) Sport and Recreation Screen & Media Web Design

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